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Erratum. A Qualitative Examination of Online Practices During the COVID-19 Pandemic and Observational Preferences Within Physical Education 勘误。定性研究 COVID-19 大流行期间的在线实践和体育教育中的观察偏好
IF 2.8 2区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-04-30 DOI: 10.1123/jtpe.2024-0142
Journal of Teaching in Physical Education
Journal Name: Journal of Teaching in Physical Education
Volume: 43
Issue: 3
Pages: 545-545
期刊名称:体育教学期刊卷:43期:3页:545-545
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引用次数: 0
Scholarly Book Reviews in the Journal of Teaching in Physical Education 体育教学》杂志上的学术书评
IF 2.8 2区 教育学 Q1 Social Sciences Pub Date : 2024-02-16 DOI: 10.1123/jtpe.2023-0378
Michael A. Hemphill
Journal Name: Journal of Teaching in Physical Education
Volume: 43
Issue: 2
Pages: 197-198
期刊名称:体育教学期刊》卷:43 期:2 页:197-198
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引用次数: 0
Before-School Physical Activity Program on Middle School Students’ Social and Emotional Learning and Energy Levels 课前体育活动计划对中学生社交与情感学习和能量水平的影响
IF 2.8 2区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-02-14 DOI: 10.1123/jtpe.2023-0153
Tan Leng Goh, Chee Hoi Leong

Purpose: The purpose of this study was to examine the impact of a before-school physical activity program on middle school students’ social and emotional learning (SEL) and their energy levels. Method: A total of 171 students (67 in program group; 104 in control group) participated in the study from fall 2019 to spring 2022. The physical education teacher implemented the program 3 days per week, for 8 weeks. The students completed a 17-item SEL assessment before and after the program. The program group also reported their energy levels using an energy meter at each session. Results: Students’ SEL in program group improved by 14% (p < .001) at the end of the program. Students also reported higher energy levels (p < .001) following their participation at each session. Discussion/Conclusion: Schools are encouraged to incorporate before-school physical activity programs to energize the students at the start of the school day and improve their SEL.

目的:本研究旨在考察课前体育活动计划对初中生的社交和情感学习(SEL)及其能量水平的影响。研究方法共有 171 名学生(项目组 67 人;对照组 104 人)参加了 2019 年秋季至 2022 年春季的研究。体育老师每周实施该计划 3 天,为期 8 周。学生们在课程前后完成了 17 项 SEL 评估。项目组还在每节课上使用能量计报告他们的能量水平。结果项目结束时,项目组学生的 SEL 提高了 14% (p < .001)。学生们还报告说,他们在每次参加活动后都能获得更高的能量水平(p <.001)。讨论/结论:我们鼓励学校开展课前体育活动计划,以便在上学之初为学生注入活力,提高他们的 SEL。
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引用次数: 0
A Self-Study of a Teaching Personal and Social Responsibility Program Coordinator 个人与社会责任教学项目协调员的自我研究
IF 2.8 2区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-02-09 DOI: 10.1123/jtpe.2023-0020
Victoria N. Shiver, Kevin Andrew Richards, Oleg A. Sinelnikov, Matthew D. Curtner-Smith

Purpose: The teaching personal and social responsibility model has been incorporated into out of school time programming globally, but there is limited research focused on how practitioners learn to use the model. Guided by occupational socialization theory, the authors used self-study to understand the experiences of a doctoral student as she developed and implemented a teaching personal and social responsibility-based program in an elementary after-school program. Method: Data were collected through reflective journaling and critical friend discussions. Results: Qualitative data analysis resulted in three turning points: (a) a planted seed needs light and rain, (b) an emerging bud with growing roots, and (c) rising in full bloom. High frustration was present at the start, but she grew to fully enjoy and utilize the model. Discussion/Conclusion: Self-study played a role in her ability to continue learning and growing. These findings reinforce the challenging but rewarding process of implementing novel instructional approaches.

目的:在全球范围内,个人和社会责任教学模式已被纳入课外活动计划,但有关从业人员如何学习使用该模式的研究却十分有限。在职业社会化理论的指导下,作者通过自我研究,了解了一名博士生在小学课外活动中开发和实施基于个人与社会责任教学模式的经验。研究方法通过反思日记和批评性朋友讨论收集数据。结果:定性数据分析得出了三个转折点:定性数据分析得出了三个转折点:(a) 播下的种子需要光照和雨露,(b) 新芽萌发,根系生长,(c) 茁壮成长。开始时,她会有很大的挫折感,但后来她逐渐充分享受并利用了这一模式。讨论/结论:自学在她继续学习和成长的能力中发挥了作用。这些发现加强了实施新颖教学方法的过程的挑战性,但也是有益的。
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引用次数: 0
Successful Practices of Novice Urban Physical Education Teachers 城市体育新手教师的成功实践
IF 2.8 2区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-02-02 DOI: 10.1123/jtpe.2023-0138
Sara B. Flory, Risto Marttinen, Craigory V. Nieman, Vernise J. Ferrer Lindsay

Purpose: Guided by the cultural relevance cycle, this study examined experiences of two novice physical education teachers in urban schools. We focused on successes that teachers encountered while navigating their novice years. Methods: Two purposefully sampled participants completed five journal entries and five semistructured interviews lasting between 45 and 90 min each. To promote trustworthiness, we utilized multiple coders, a peer debriefer, and triangulated data from multiple sources. Participants reviewed themes and responded to researchers’ interpretations. Results: We present the results through three major themes. The first theme involves knowledge of students and community. The second theme describes belonging in the school and community, and the third theme discusses curricular realignment. Discussion and Conclusion: By focusing on elements that empowered novice teachers to find success, initial teacher preparation programs and in-service teacher mentoring programs in urban school districts might identify teaching experiences that may contribute to novice teacher retention.

目的:在文化相关性周期的指导下,本研究考察了城市学校中两位新手体育教师的经验。我们的重点是教师在新手期遇到的成功经验。研究方法两名特意抽取的参与者分别完成了五篇日志和五次半结构式访谈,每次访谈持续 45 至 90 分钟。为了提高可信度,我们使用了多名编码员和一名同行汇报员,并对来自多个来源的数据进行了三角测量。参与者对主题进行审查,并对研究人员的解释做出回应。结果我们通过三大主题来展示结果。第一个主题涉及对学生和社区的了解。第二个主题描述了对学校和社区的归属感,第三个主题讨论了课程调整。讨论与结论:城市学区的初始教师培养计划和在职教师指导计划可以通过关注那些能使新手教师获得成功的因素,找出那些可能有助于留住新手教师的教学经验。
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引用次数: 0
Validation of a Common Content Knowledge Test for Hiking and Camping 远足和野营通用内容知识测试的验证
IF 2.8 2区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-01-31 DOI: 10.1123/jtpe.2023-0203
Mert Bilgiç, Alkan Uğurlu, Erhan Devrilmez, Fatih Dervent, Phillip Ward

Purpose: This study aimed to develop a valid and reliable hiking and camping common content knowledge test for Turkish preservice physical education teachers. Method: Participants were 305 physical education students who had previously completed hiking and camping content course in Physical Education Teacher Education. The researchers followed five steps to develop the test. The Rasch model was utilized for data analysis. Results: Findings showed a good item model fit for all items, except Item 4. Results also indicated that the developed test had high internal consistency for both item difficulty and person ability. Overall, the test findings demonstrated good evidence to support the validity and reliability of hiking and camping common content knowledge test. Discussion/Conclusion: The developed test can be used for measuring hiking and camping knowledge level of physical education teachers and Physical Education Teacher Education students.

目的:本研究旨在为土耳其职前体育教师开发一种有效可靠的徒步旅行和野营共同内容知识测试。研究方法:参与者为 305 名体育教育专业学生,他们之前已完成了体育教师教育专业的远足和野营内容课程。研究人员按照五个步骤开发了测试。采用 Rasch 模型进行数据分析。结果显示结果表明,除第 4 项外,所有项目的项目模型拟合良好。结果还表明,所开发的测验在项目难度和个人能力方面都具有较高的内部一致性。总之,测试结果很好地证明了徒步旅行和露营常识测试的有效性和可靠性。讨论/结论:所开发的测验可用于测量体育教师和体育师范生的远足和野营知识水平。
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引用次数: 0
Ripples in the Water: Physical Education Teacher Education Program Influence on Graduates’ Perceptions of Expanded Physical Activity Programming 水中的涟漪体育教师教育计划对毕业生对扩展体育活动计划看法的影响
IF 2.8 2区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-01-27 DOI: 10.1123/jtpe.2023-0057
Shannon C. Mulhearn, Pamela Hodges Kulinna, Hans van der Mars, Jaimie McMullen, Michalis Stylianou

Physical educators are often asked to promote whole-school physical activity programming beyond their scheduled class times. Previous research has supported that training in expanded roles would be beneficial during university-based physical education teacher education (PETE) training. In this qualitative study, 13 graduates from a single PETE program that has integrated expanded physical activity into programming shared information about their current programming as physical education teachers in K–12 schools. Campus visits and one-on-one interviews were included. Some practices and values learned during participants’ PETE training were evident in graduates’ current practices. Aligning with previous studies of professional socialization of physical educators, the resulting themes concluded that (a) strategies and resources gained during PETE training were valued and still used and (b) other ripples of influence, such as administrators and other teachers at their current placement, influenced programming. PETE programming with whole-school physical activity can lead to expanded teaching practices in schools.

体育教育工作者经常被要求在规定的上课时间之外推广全校体育活动计划。以往的研究表明,在大学体育教师教育(PETE)培训期间,扩展角色的培训是有益的。在这项定性研究中,13 名来自单一 PETE 项目的毕业生分享了他们目前作为 K-12 学校体育教师开展体育活动的情况。其中包括校园参观和一对一访谈。在参加 PETE 培训期间学到的一些做法和价值观在毕业生目前的做法中非常明显。与以往对体育教育工作者职业社会化的研究相一致,由此得出的主题结论是:(a) 在 PETE 培训期间获得的策略和资源受到重视并仍在使用;(b) 其他影响因素,如管理者和当前岗位上的其他教师,影响了计划的制定。开展全校体育活动的 PETE 计划可扩大学校的教学实践。
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引用次数: 0
The Potential of Sport Education to Satisfy the Basic Psychological Needs of Children From Socially Vulnerable Backgrounds 体育教育满足社会弱势儿童基本心理需求的潜力
IF 2.8 2区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-01-27 DOI: 10.1123/jtpe.2023-0107
Juan Á. Simón-Piqueras, David González-Cutre, Luis M. García López

Purpose: The aim of this study was to examine whether, drawing on the perception of their coaches, the application of the pedagogical model of sport education could be associated with satisfying the basic psychological needs of children from socially vulnerable backgrounds. Method: A 36-session sport education season was implemented within a community program for youths from disadvantaged environments. Three coaches, one researcher, and 31 children aged 9–11 years (17 boys and 14 girls) of diverse ethnicities participated. Qualitative data were obtained through four focus groups conducted during the program in addition to the research diary of the researcher, who played the role of participant observer. Results: The coaches observed a progressive evolution in the satisfaction of the basic psychological needs of competence, autonomy, relatedness, and the need referred to as novelty. Discussion/Conclusion: We may conclude that sport education can be a valuable tool to improve the satisfaction of these needs in children from socially vulnerable backgrounds.

目的:本研究旨在根据教练的看法,探讨体育教育教学模式的应用是否与满足来自社会弱势背景的儿童的基本心理需求有关。研究方法在一项针对来自弱势环境的青少年的社区计划中,开展了为期 36 个课时的体育教育季。三名教练、一名研究人员和 31 名不同种族的 9-11 岁儿童(17 名男孩和 14 名女孩)参加了活动。除了研究人员的研究日记外,研究人员还通过在项目期间开展的四个焦点小组活动获得了定性数据,研究人员还扮演了参与者观察员的角色。研究结果教练们观察到,在满足能力、自主性、相关性和被称为新奇的需求等基本心理需求方面,出现了逐步发展的趋势。讨论/结论:我们可以得出这样的结论:体育教育是一种宝贵的工具,可以改善来自社会弱势背景的儿童对这些需求的满足。
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引用次数: 0
Encouraging a Unified Framework for Understanding Socialization Into Higher Education 鼓励建立一个统一的框架,以了解高等教育的社会化情况
IF 2.8 2区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-01-27 DOI: 10.1123/jtpe.2023-0120
Kevin Andrew Richards, Christopher J. Kinder

Over the past few decades, scholars have directed increasing attention toward the socialization of physical education faculty members’ recruitment, preparation, and ongoing socialization. Parallel research trajectories have, however, resulted in varied approaches to conceptualizing and labeling the phases or types of socialization experienced by this occupational group. With the view of academic journals as spaces for discourse surrounding divergent approaches to conceptualizing and conducting research, the purpose of this research note was to overview two contrasting conceptualizations of physical education teacher education faculty socialization and propose a unified approach for moving forward in future research. Differing perspectives are reviewed, and an updated conceptual framework for understanding socialization into and through academic roles is proposed. We argue that this model better captures the diversity in and provides flexibility for the backgrounds that draw individuals into careers in higher education and their experiences once serving among the faculty in academia.

在过去的几十年里,学者们越来越关注体育教师的招聘、准备和持续的社会化。然而,平行的研究轨迹导致了对这一职业群体所经历的社会化阶段或类型进行概念化和标记的不同方法。鉴于学术期刊是围绕不同的概念化和研究方法展开讨论的空间,本研究报告旨在概述两种截然不同的体育教师社会化概念,并为今后的研究提出统一的方法。我们对不同的观点进行了回顾,并提出了一个最新的概念框架,用于理解学术角色的社会化以及通过学术角色的社会化。我们认为,这一模式更好地捕捉到了吸引个人投身高等教育事业的背景及其在学术界担任教师后的经历的多样性,并为其提供了灵活性。
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引用次数: 0
The Impact of Mentoring Youth Placed At-Risk on the Socialization of Preservice Physical Educators 指导处于危险中的青少年对职前体育教育工作者社会化的影响
IF 2.8 2区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-01-23 DOI: 10.1123/jtpe.2022-0246
Karen Lux Gaudreault, Denis Schulz, Victoria N. Shiver, Theresa Allgaier

Purpose: Grounded in occupational socialization theory, the purpose of this study was to investigate the influence of mentoring underserved youth on the socialization of preservice teachers within a community-engaged after-school program. Methods: Data consisted of semistructured interviews, critical incident accounts, and field notes. All interviews were audio-recorded and transcribed. Data were analyzed inductively using elements of grounded theory and constant comparison. Findings: Four themes were developed. First, each participant entered teacher training to provide positive experiences for students. Second, the practical experience supported preservice teachers in feeling more comfortable in their roles as educators. Third, preservice teachers developed personal relationships with the students in the after-school program. Fourth, preservice teachers internalized the obligation to model healthy social–emotional behaviors. Conclusions: Findings indicate the benefits of mentoring in a community-engaged learning project. Interacting with a diverse population of students can positively impact teacher socialization and feelings toward students and teaching.

目的:本研究以职业社会化理论为基础,旨在调查在社区参与的课后项目中,指导服务不足的青少年对职前教师社会化的影响。研究方法数据包括半结构式访谈、关键事件叙述和现场笔记。所有访谈都进行了录音和转录。采用基础理论和不断比较的方法对数据进行归纳分析。研究结果形成了四个主题。首先,每位参与者参加教师培训的目的都是为学生提供积极的体验。其次,实践经验帮助职前教师更自如地扮演教育者的角色。第三,职前教师与课后项目中的学生建立了个人关系。第四,职前教师将示范健康的社会情感行为的义务内化于心。结论:研究结果表明,在社区参与式学习项目中开展指导工作大有裨益。与不同学生群体的互动会对教师的社会化以及对学生和教学的情感产生积极影响。
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引用次数: 0
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Journal of Teaching in Physical Education
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